Faculty of Education - Research Publications
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ItemThe Eucalypt Way: Trauma-informed education for Australia(Berry Street Education Model & School of Early Childhood and Inclusion, Queensland University of Technology, 2022)The Eucalypt Way provides educators with a pathway to understanding the impacts of trauma on the learning and engagement of children and young people, and provides practical steps to support healing and growth. The eucalypt has been chosen as our metaphor for this work, because the species has evolved over millennia to suit the diverse Australian landscape. Eucalypts hold flammable oils and are vulnerable to heat and fire, but they also have unique properties that support their recovery from trauma and allow them to survive and to thrive.
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ItemSupporting young people managing homelessness with access to trauma-informed education(Council to Homeless Persons, 2022)We support Victorian children and young people experiencing significantly disrupted education or are unable to access education as a direct result of family violence and accompanying homelessness. This article first discusses some of the links between these phenomena for young people. We then present a young person’s story to illustrate implications for practice. Finally, we suggest implications for schools and pathway supports which can bolster engagement through a trauma-informed education approach.
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ItemCentring Steiner education values, pedagogy and curriculum within trauma-informed positive education strategies in our schools(Steiner Education Australia, 2022)
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ItemTeacher Perspectives When Learning Trauma-Informed Practice Pedagogies: Stories of Meaning Making at Work(FRONTIERS MEDIA SA, 2022-06-17)This qualitative study focused upon ways teachers make meaning when working with students who are affected by trauma. An 11-month longitudinal design was used to explore teachers’ perspectives (N = 18 teachers) as they reflected upon the impacts of trauma within their classrooms and as they learned about trauma-informed practice strategies. Data from group interviews and participant journals were analyzed using interpretative phenomenological analysis. Results emerged that suggested common pathways in the ways teacher perspectives evolved; and these pathways were then analyzed in light of the meaningful work literatures to further suggest how work became more meaningful to these teachers when learning trauma-informed practice strategies. Teachers fostered a greater sense of meaning at work via two pathways: first by increasing their own wellbeing via personal use of trauma-informed strategies; then second, by incorporating trauma-informed strategies into their pedagogy to more effectively engage their students with learning. Increasing meaningful work for teachers who are working with trauma-affected students has promising implications for teacher professional development and workforce sustainability in schools experiencing high rates of teacher turnover and burnout as a result of teacher exposure to adverse student behavior.